GCSE English Literature Exams

Debate between Carol Monaghan and Nick Gibb

Monday 26th March 2018 Westminster Hall

[Nick Gibb]

Pupils may wish to cite a quote in their response to a question, but not every question in an English literature exam is about the choice of language. Other concepts and principles may be being tested. An understanding of the themes behind a piece of literature may well also be the purpose of the question. Where the question is about the use of language, students will score higher marks if they can cite the precise language or word being used. That does not mean that they are required by the syllabus to memorise vast tracts of text as part of the course and the preparation for the GCSE English literature exam.

[Carol Monaghan]

I am torn in this debate. Is the requirement not to quote large chunks of text properly communicated to those marking the exam scripts?

[Nick Gibb]

Those things are made very clear by the exam boards and Ofqual. If there is an issue of communication, that is between the exam boards and the schools and the schools and the pupils, and that is something we will take up. In responding to concerns that Members from across the country have raised in correspondence about constituents, that point has been made extensively.

What the introduction of closed-book examinations means in practice is that in the examination pupils are not provided with full copies of the novels, plays or poems that they have studied during the course. The expectation is that pupils will have read and studied those books and texts at school, and that will best prepare them to answer the questions in the exam. Having read widely means they will be able to answer questions on unseen texts as well as the ones they have studied.

It is important that pupils are not misled into believing that they will get good marks simply by memorising and writing out the poems or texts that they have studied. Pupils will not be marked on their ability to learn and remember the exact words of poems or texts by heart. They may gain extra marks through the intelligent use of textual references and quotations, perhaps using approximate language on occasions. Pupils are assessed on their interpretations of the text, which they may choose to do with reference to short quotations or important passages.

Each individual exam board will have guidance for their examiners, which is a better answer for the hon. Member for Glasgow North West (Carol Monaghan), for each specification that covers expectations of the marking scheme, including how examiners should approach textual references and quotes.

Although having access to full texts is not permitted, Ofqual does not prohibit access to all texts during an exam. Exam boards may give pupils extracts from, for example, a novel, a scene from a play or a poem that they have studied as part of the exam materials, which pupils can use to support the argument they are making in their answer to the exam question. To ensure that pupils are familiar with what is expected of them and the types of additional material that the exam boards may provide, exemplar materials are provided to schools.

To earn good marks, pupils need to be able to show that they are familiar with the texts that they have studied and, in some questions, that their understanding is sufficiently developed to be able to compare them either with one another or with unseen texts that have been given to them in the exam. Pupils will need to write about a poem that they have studied which is not given to them in the exam, but that does not require them to reproduce the text in full. It requires pupils to recollect aspects of the poem, such as themes, issues or the way in which language is used to create particular effects—not necessarily using exact quotes—so as to compare it with the one provided in the exam. Thanks to a literature-rich diet throughout their schooling and a careful study of the core GCSE texts, pupils should be well prepared to write confidently about poems and other relevant material without recourse to long quotations.

In the past, pupils have been able to take either annotated or clean copies of the studied texts into the exam. However, that risks undermining the requirement for them to have studied in detail the whole text as part of their course. That requirement is important and is particularly relevant in poetry, since if pupils know they will be given access to the whole text of a poem as part of their exam, they may feel that they do not need to study the whole poem as they can just read it during the exam. That would, of course, take up valuable time during the exam and mean that they would not necessarily have covered the whole curriculum.

Additionally, if pupils have the text available to them, it will shape the expectations of the exam. For example, if pupils could refer to the text, exam questions and their mark schemes would expect a much more detailed and extensive use of highly relevant quotes and references. Pupils could spend a large proportion of their examined time merely copying out quotations, rather than showing that they had understood the subject matter. As it is, questions and mark schemes for the new qualifications are written in the knowledge that pupils will not have access to the text, and expectations are moderated accordingly. The same position relates to questions where extracts are provided. For example, if an extract from a novel or a play by Shakespeare is provided, clear and detailed references and quotes may be expected and papers are marked accordingly.

The petition notes that in addition to quotes pupils are expected to remember

“how to analyse them, plus remembering the whole plot, themes, characters and quotes from another book.”

Although that is true, it is not clear that providing a copy of the text will be of any advantage to a pupil. If the pupil is not aware of or able to recall the plot, themes and characters in the texts that they have studied, having a copy of the text with no notes or annotations will not help them.

Indeed, Ofqual has pointed out that pupils might in fact be disadvantaged if they were provided with the text. A comparatively short exam does not give time for pupils who are unfamiliar with or who have forgotten the themes or structure of the text to use the text in the exam to demonstrate the understanding expected. Additionally, even if pupils have a good understanding of the text prior to the assessment, there is a risk that they might spend significant portions of the exam searching for quotes or references in the mistaken belief that that will secure them high marks. Again, unless the text is provided, the mark schemes for the reformed qualifications do not expect extensive textual references or quotes from memory.

Finally, the practice of pupils taking copies of texts into the exam creates practical problems for exam boards and centres. The majority of text editions come with an introduction, notes and glossary. Those annotated texts are very helpful in the classroom and are the most obvious choice when schools are deciding which books to buy. However, such texts would not be appropriate in the exam room, and schools would need to purchase an extra set of texts free of textual additions. Not only might it be difficult to source text-only editions, but it would be a major expense and would ensure that schools did not vary the choices of text that they wanted their students to study.

I hope that hon. Members are reassured that to pass the new English literature GCSE pupils are not required to memorise vast amounts of texts, and therefore pupils will not be disadvantaged by a closed-book exam. The new English literature GCSE introduces pupils to some of the key works of English literature. It is an excellent preparation for A-level and helps to introduce pupils to our society’s shared cultural literacy.

Oral Answers to Questions

Debate between Carol Monaghan and Nick Gibb

Thursday 11th January 2018 Commons Chamber

[Nick Gibb]

My hon. Friend has almost answered the question for me. She is right that Rolls-Royce, Bombardier Transportation and Toyota have all pledged to support the Year of Engineering campaign through activities in schools, both nationwide and in the Derby area.

[Carol Monaghan (Glasgow North West) (SNP)]

One of the biggest barriers to women and girls entering careers in engineering and physics is the perceptions and expectations of parents. What work is the Minister doing during the Year of Engineering to encourage parents to look at the career options?

[Nick Gibb]

The hon. Lady is quite right. We have been successful since 2010 because, in England, GCSE entries by girls in physics have risen from 50,600 in 2010 to 66,700 this year, and the number of girls entering A-level physics has risen from 5,800 in 2010 to 6,947 in 2017. Overall, the number of girls taking STEM A-levels has increased by 20% since 2010.

Oral Answers to Questions

Debate between Carol Monaghan and Nick Gibb

Monday 11th December 2017 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

My hon. Friend is absolutely right. We want every child to have a good school place that provides them with the knowledge and skills to succeed in the future. Thanks to changes made by this Government, and the hard work of thousands of teachers across the country, he is right to say that 87% of children are now in good or outstanding schools compared with 66% in 2010.

[Carol Monaghan (Glasgow North West) (SNP)]

The academic community in the north of Ireland might have a way ahead in the light of the recent Brexit negotiations. Will the Secretary of State give the same reassurance to the academic community in Scotland which, as my hon. and learned Friend the Member for Edinburgh South West (Joanna Cherry) highlighted, is concerned about the recruitment and retention of EU nationals?

Education: Public Funding

Debate between Carol Monaghan and Nick Gibb

Tuesday 4th July 2017 Commons Chamber

[Nick Gibb]

I welcome my hon. Friend’s question, because it was precisely to deal with historical underfunding of counties such as West Sussex and other f40 counties across the country that we went ahead and consulted on a national funding formula. Other Governments who were in office before us should have done that. I accept his concerns. We have made announcements about 2017-18, and we will respond to the second phase of the consultation shortly. We will have a response to that in the normal course of events.

[Carol Monaghan (Glasgow North West) (SNP)]

The Queen’s Speech has seen U-turn after U-turn, with flagship policies ditched, including the policy on grammar schools, to appease Back Benchers. Those U-turns make an absolute mockery of the Prime Minister’s “strong and stable” mantra. We welcome the U-turn on the decision to scrap free school lunches but, again, we regret that the decision was made not with the interests of pupils at heart but to protect a fragile Queen’s Speech from a weakened Government.

In their manifesto, the Tories planned to save £650 million from ending free school meals and use it in the schools budget. It is now incumbent on the Government to provide an urgent explanation of how they will stand by their manifesto pledge to make sure that no school has its budget cut. Where will the £650 million come from, or have they decided to scrap that additional funding?

[Nick Gibb]

I have already responded to that point. We have made a commitment that no school will lose funding as a consequence of moving to the national fair funding formula. We will respond in due course to the consultation, and then the hon. Lady will find the answers to all her questions. I would tell her, however, that today we have published key stage 2 results that show an eight percentage point increase, based on a new, more demanding curriculum that is on a par with the best curricula for primary schools in the world. I urge her to look at where the Scottish education system is compared with what is happening in England.